Catur Y. Melati, Dadang Juandi, Lukman H. Muhaimin, Vanya Aridanthy, Silfia Hayuningrat
Mathematics learning is often considered as a discipline that is separate from local culture and context. In fact, mathematical concepts emerge and are shaped by a particular culture, so mathematics cannot be separated from its cultural context. The science that bridges between culture and mathematics is called ethnomathematics. This research aims to uncover various ethnomathematics studies so that the objects revealed can be integrated in mathematics learning. Analyzed 10 articles from the Scopus database published from 2013 to 2023, which explored various ethnomathematics objects. The studies included in the meta-synthesis have been grouped according to their descriptive nature, research objectives, data collection tools, data analysis, subjects of focus, and conclusions presented. The last 10 years have seen an increase in research on ethnomathematics. The conclusion of most studies that explore culture and uncover mathematical concepts in it is that it is possible to integrate culture into mathematics learning in schools because it is close to students, as well as schools' efforts to introduce and foster students' love for various cultures through mathematics learning. © 2026 American Institute of Physics Inc.. All rights reserved.
Department of Mathematics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia; Nusa Putra University, Sukabumi, Indonesia
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